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2. CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, orpoem from details in the text; summarize the text.3. CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, orevent in a story or drama, drawing on specific details in the text (e.g., acharacter’sthoughts,words,oractions).4. CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words andphrases as they are used in a text, including those that allude tosignificant characters found in mythology (e.g., Herculean).5. CCSS.ELA-Literacy.RL.4.5 Explain major differences between poems,drama, and prose, and refer to the structural elements of poems (e.g.,verse, rhythm, meter) and drama (e.g., casts of characters, settings,descriptions, dialogue, stage directions) when writing or speakingabout a text.6. CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of viewfrom which different stories are narrated, including the differencebetween first- and third-person narrations.7. CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imaginedexperiences or events using effective technique, descriptive details,and clear event sequences.IV.Learning Experiences (see attached)V.Evaluation Instruments and Methodsa. Formativei. Classwork and homework assignments collectedii. Participation in classroom discussionsiii. Reading fluency monitored during times reading as a class, in partners, orout loud in groupsiv. Small group/Centers time during Reading Intervention Blockb. Summativei. Quiz 1ii. Quiz 2iii. Culminating Projectiv. End of Book Testc. Point Allocation: 100 pointsi. Chapters 1 and 2 Journal: 5 pointsii. Letter from Opal to her mom: 5 pointsiii. Quiz 1: 10 pointsiv. See Me With Your Heart: 5 pointsv. Alliteration Candy: 5 pointsvi. Quiz 2: 10 pointsvii. Culminating Project: 25 pointsviii. End of Book Test: 35 points

VI.Resourcesa. Bibliographyi. Thunderstorm Content and Activity1. s.htm2. http://kidsahead.com/external/activity/246ii. Various Comprehension worksheets inspired by The Reading Lady:http://www.readinglady.com/iii. /winndixie story.pdfiv. ts.com/quotes/ABoy-&-His-Dog.htmv. Bottles Activity Inspiration: use-winn-dixie-teachers-guidevi. Jeopardy Game: www.superteachertools.com/jeopardy1. Playable mes/Sep201339/game1379976488.phpvii. Crosswords and Word Searches: www.puzzlemaker.discoveryeducation.comb. Materialsi. Every Day1. Because of Winn-Dixie2. “Wait and See” Prediction Tree3. Leavesfor“WaitandSee”Prediction Tree4. Command Hooks and Rope (for theme papers)5. Theme Papersii. Centers Materials1. Scholastic’s“SeeThisStoryGrow”2. Loose leaf paper3. Alliteration Candy worksheet4. Visualizing worksheet5. Naomi Map worksheet6. Summarization worksheet7. Characters word search8. Vocabulary crosswordiii. Day One1. Pictures of my dog2. Reader’sContract(30copies)3. “ABoyandHisDog”poem (30 copies)4. Wanted: Human (30 copies)5. Student Because of Winn-Dixie Folders (24 folders)a. Student Vocabulary Books insideb. Character Scrapbooks inside6. Journal Response Papers (30 copies)iv. Day Two1. The True Story of the Three Little Pigs by Jon Scieszka

v.vi.vii.viii.ix.x.xi.xii.xiii.xiv.xv.2. Handout:LettertoOpal’sMomResponse(30copies)Day Three1. Sequencing Papers for Chapters 6/7Day Four1. Sequencing Papers- Chapter 82. Quiz 1 (24 copies)3. Quiz 2 Answer Key4. See Me With Your Heart handout (30 copies)Day Five1. Promethium Board2. Video: Thunderstorm Formation3. Clear plastic container4. Warm water5. Red food dye6. Ice cubes with blue food dye in themDay Six1. Goal sheets of paper2. 24 empty water bottles3. Materials to decorate water bottlesDay Seven1. Poem:“TheCivilWar”(30copies)Day Eight1. Quiz 2 (24 copies)2. Quiz 2 Answer Key3. Mini Whiteboards (6)4. Dry Erase markers (6)5. Project Options handout (30 copies)Day Nine1. “Missing”Worksheet(30copies)2. Party Invitations (24 copies)Day Ten1. Plot handout (30 copies)Day Eleven1. Handout: Discussion Questions (12 copies- 2 per each group)2. Review Game Questions- JeopardyDay Twelve1. End of Book Test (24 copies)2. End of Book Test KeyDay Thirteen1. Yellow, orange, and pink streamers2. Dog pictures3. Tea lights4. Paper bags5. Egg salad sandwiches6. Peanut butter sandwiches7. Dump punch

VII.8. “LittmusLozenges”9. Pickles10. Because of Winn-Dixie movie11. Movie vs. Novel Venn-Diagram (30 copies)Appendixa. Student Materialsi. Vocabulary Booksii. Character Scrapbookiii. Reader’sContractiv. Poem:“ABoyandHisDog”v. Wanted- Ownervi. Chapters 1 and 2 Journal Responsevii. Letter from Opal to Momviii. Theme handoutix. See Me With Your Heartx. Goals/Bottle Activityxi. Poem:“TheCivilWar”xii. Project Optionsxiii. Winn-Dixie: Missingxiv. Party Invitationsxv. Elements of Plotxvi. Discussion Questionsxvii. Movie vs. Novel Venn-Diagramb. Assessment Toolsi. Quiz 1ii. Quiz 2iii. End of Book Testiv. Project Rubricc. Teacher Materialsi. Sequencing Activity- Ch. 6&7ii. Sequencing- Ch. 8iii. Quiz 1 Answer Keyiv. Quiz 2 Answer Keyv. End of Book Test Answer Keyvi. Cover Letter to Kate DiCamillovii. KateDiCamillo’sAddress

Daily TeachingProcedures

Because of Winn-DixieUnit Plan: Teaching ProceduresDay OneAnticipatory Seto Show students a picture of my dog. Discuss with them what I love so muchabout my dog and share what Rumble has given to me and to my familyo Ask for student volunteers to share about their pets (existing pets, past pets,pets they would like)Development/Guided Practice/Independent Practiceo Tell the students we are going to be reading a VERY special booko Introduce them to Because of Winn-DixieTell them about Kate DeCamillo- how she came to write the bookKate moved to FL with her family when she was 5- she was sickand her family thought the warm climate/weather in Floridawould help her get betterLived in a small town, much like the town in the bookRead a lot as a kid and became interested in writingHow she got her idea for Because of Winn Dixie:o She was living in Minnesota, where it is very coldo She was living in an apartment in which she was notallowed to have a dog- so she was living without a dogfor the first time in her lifeo She was homesick and missing having a dog.o xt morning, the voice was still talking, and I startedwritingdown”whatshewastelling.o ry young- so she can relate to India Opal, the maincharacter, in a lot of uce the“WaitandSee”Tree- explain how we will use it throughout the unitPass out Because of Winn-Dixie FoldersVocabulary read a meaningful sentence to the class. Have students guess the wordmeaning. Tell the students the definition. Ask if anyone can think of synonyms,antonyms. Give students time to draw a picture and write their own sentence for theword in their vocabulary bookso ExceptionMeaningful Sentence: Mrs. Hostetler requires all students to completetheir homework each night, but she makes an exception for any

nohomeworkpass”foronenight.Definition: someone or something that is different from othersBefore we get started on the novel, we are going to look a little more closely at thecloseness humans share with their dogso Share poem with class“ABoyandHisDog”byEdgarGuestDiscuss the ideas shared from the poem as well as others to encouragecomprehension of the poem and further connections with the seriousbond between humans and their petso Activity: Flyer: rspectiveWanted! A HumanList qualities they would like in a human and how they would like tobe treatedStart reading together (Chapters 1-2)Closureo Ask students what they think of the book so faro Ask students if they think they would have said Winn-Dixie was their dog iftheywereinOpal’sposition?o How do you think your parents would react if you brought Winn-Dixie home?Assign HW:o Finishreadingifweweren’table too Journal Response: Opal goes to the store for groceries and comes back with adog! Do you think this was a good decision? Would you have done the samething if you were in her shoes?Day TwoOpening Routineso Review HWJournal Responses: Ask if anyone has journal responses they wouldlike to share with the classPredictionstoaddto“WaitandSee”Tree?o Remind students that as they eat their snack and we set up for reading, aitandSee” Treeo VocabularyRelievedMeaningful Sentence: Elizabeth was nervous about her test andstudied very hard, so she was very relieved when she got ion: feeling relaxed and happy after a difficult situationhas passed; feeling reliefMini-Lesson: Point of Viewo Anticipatory Set

Discuss that how a story is narrated makes a big difference in whatthe reader takes away from the storyRefresh on the story of The 3 Little PigsThen share with them, The True Story of the Three Little now,butwe will flip through, I will show you the pictures, and tell youabout what the wolf is sayingIf students have extra time later, they can read the book with asmall group of 3 or with a partnerAsk students how the story is different when it is narrated differentlySo do we think the point of view is an important element of the story?o DevelopmentDiscuss what narration meansDiscuss how an author writes with a reader in mind and the authorvery intentionally has to choose whose point of view to use for thenarrationThere are two main types of narration: first and third person.Do you know what first-person means?What is third-person narration?Which category does Because of Winn-Dixie fall under?How do you know?Why do you think the author chose to have Opal be thenarrator? Is it effective?o Guided PracticeWhile we read today, I want you to be thinking about how the bookwould be different if it were narrated in third-person or by a differentcharacterRead Chapters 3-4: partner/buddy reading. Take turns reading eitherby page or by paragraphStudents may pick their partnersAfter students finish, discuss what students though of thenarration/point of head- weknow how she thinks, how she is feeling, etc. which is a veryimportant element of the story)Discuss with students examples they saw of how having Opalnarrate the story made it better and more enjoyable to reado Independent PracticeNow that we have discussed and understood the importance of ��sheadtotruly appreciate this story, we are going to practice getting inside herhead on a deeper ’smomfromOpal. I want students to try to think about how Opal would be feelingafter hearing these 10 things about her mom and what she might

write in a letter to her mom. TrytouseOpal’svoiceandtoneinyourlettero ClosureGive students time to share their letters with the class if they wouldlikeReview lesson concepts- what is narration? Is this story narrated infirst- or third-person?Introduce Theme Activityo Introduce themes we will follow: Friendship and Guilto Activity: One color for each theme. At the beginning of a class or after readingchapters together in class, we will review evidences of those themes in thenovel. We will put the evidence on a note card. We will hang the evidences inorder under the poster/colored paper with that theme on itAssign HW: Read Chapter 5; Character Analyses for Opal and for the Preacher inCharacter ScrapbookReading/Language Arts Intervention Time:LookatScholastic’s“SeeThisStoryGrow”- lookatKateDiCamillo’sfirstdraft of chapter 1 and her comments on how she did the first draftTell the students we are going to work on our writingI want us to start like Kate DiCamillo did- just get your thoughts down onpaper. Allow students to write about whatever they would like- it can be likejournaling, they can write about something they love; they can start to makeup a story. I just want them to write without focusing on conventions oranything elseGive students time to writeDay ThreeOpening Routineo Predictions to add to tree?o Themes?o Ask students to summarize Chapter 5 for the classo Go over character analyseso Vocabulary- read a meaningful sentence to the class. Have studentsguess the word meaning. Tell the students the definition. Ask ifanyone can think of synonyms, antonyms. Give students time to drawa picture and write their own sentence for the word in theirvocabulary booksTremblingMeaningful Sentence: My hands were trembling and Icould not hold them steady enough to open theenvelope filled with the big news of whether or not Iwould be accepted to go to Grove City College.

Definition: shaking uncontrollably (usually due toanxiety or fear)PridefulMeaningful sentence: James thought he was better thaneveryone else on the team and was very prideful abouthis football ability because he had the most touchdowncatches on the team.Definition: having a feeling of superiority over on: Sequencingo Anticipatory SetPass out pieces of paper with the different school subjects on a Fridayrandomly to students.Encourage the students to come up to the front and put themselves ostetler’sschedule up frontDevelopmento g”Sequencing is something you can do after reading to help recount theevents in the story and put them in the order of which they happened.We are going to do this today with Because of Winn-Dixieo Guided/Independent PracticeRead Chapters 6 and 7 out loud- take turns reading out loud andeveryone follows along in their booksSequencing activitySplit class into 2 groups of 12Give students pile of 12 papers with events from the chapters.Each student may have 1 piece of paper. Tell each group to worktogether to sequence the events from the chapters they readCheck answers once both groups are doneRepeat the activity after having kids switch papersTell the two teams that it is now a race and they should try tocorrectly sequence the events as quickly as possibleo ClosureAsk students what it is called to put all the events in the correct order(sequencing)Tell students that they could also sequence the events in a chapterwithout being given a list of events. Then, they have to decide what isimportant and properly sequence it.Character Analyses for Miss Franny BlockAssign HW: Read Ch. 8Reading/Language Arts Intervention Time:LookatScholastic’s“SeeThisStoryGrow”- look at the second and third drafts onprocess

Allow students to finish drafting their first draftStudents may begin to move on to revising or making it more appropriate for andaudienceDay FourOpening Routineso Review HWPredictions to add to tree? Themes?Chapter 8 sequencing warm upReview Character Analyses for Miss Franny Blocko Students will take Quiz 1o VocabularyPathologicalMeaningful sentence: I have a pathological fear of smallwoodland creatures like squirrels, even though they are highlyunlikely to cause me any harm.Definition: extreme in a way that is not normal; (extreme andirrational; cannot be reasoned out of it)Read chapters 9-10Mini-Lesson: Cause and Effecto Mini-Lesson: Cause/EffectAnticipatory Set:Introduce cause and effecto Cause: reason something happenso Effect: the result of a causeExamplesLet’sgobacktothe3littlepigsEffect: two pigs houses are huffed andpuffed down by the wolfo Cause: they made their houses offlimsy materials (straw/ sticks)Every day, there are causes and effectso Cause: alarm clock goes offo Effect: get out of bedAsk students if they can think of any examplesDevelopment/Guided PracticeDiscuss cause/effect in Because of Winn-Dixie- Brainstorm ingroupsMake list of things that happened to Opal because of WinnDixie (Winn-Dixie is somehow the cause (do this together as aclass)o ExamplesFriends with Miss Franny Block (Miss Frannythought Winn-Dixie was a bear- then told Opal a

story about seeing a bear in the library and theybecame friends)Got her first invitation to a party (becauseSweetie Pie Thomas was fascinated with WinnDixie)Met Gloria Dump (Winn-DixieranintoGloria’syard)Dad told her 10 things about her momIndependent Practice: students work in groups list as many thingsthey can think of that happened to Opal because of Winn-DixieClosureGroups share things they came up withBonus: Can anyone think of something that happened to acharacter other than Opal because of Winn-Dixie?Activity: See Me with Your HeartHW: Read Ch. 11; Character Analysis for Gloria DumpReading/Language Arts Intervention Time:Look at Scholastic’s“SeeThisStoryGrow”- examineKateDiCamillo’sfourthand fifth drafts of chapter 1 and read her commentsAll students should be working on revision now- discuss final stages ofwriting process (publication)Day FiveOpening Routineo Predictions to add to tree? Themes?o Have students share their thoughts of what they read in Chapter 11 forhomeworko Review character analyses for Gloria DumpLesson: Setting/Florida and Thunderstorms (Connecting Content Area learning intoLiteracy- Climate/Geography of Florida connected to setting)o Anticipatory SetIn Chapter 11, we see that Winn Dixie is pathologically afraid ofthunderstorms.This is a problem, because as Opal tells us in the book, thunderstormsare very common in FL in the summersWe are going to discuss a little bit more about why this is the casetodayDiscuss with a partner why you think thunderstorms might occurmore often in Florida than in other stateso Development/Guided PracticeMake a list of possible reasons why T-storms occur so frequently inthe summers in Florida (write responses on the white board)Do demonstration with plastic containerGather students closely around a desk

Fill container with warm water and put red food coloring intoitUse blue food-dyed ice cubes and put them in the trayWatch as the cool blue ice cubes melt and the blue water goesto the bottom of the container and the red water sits at the topThe cool water is at the bottom and pushes the warm water upAsk students to try to modify their predictions based on what theysaw in the demonstration to determine why there are so manythunderstorms in FL in the summerProvide explanationShow the video about Thunderstorm Formations (Britannica)Explain that there are 3 ingredients to make a thunderstormo Moi

and text-to-world connections with a poem about the Civil War and with their prior knowledge of the Civil War to teacher satisfaction. 8. Day Eight: Given instruction on retelling and summarizi